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| Format: | Artículo científico |
| Language: | en |
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Universidad Alberto Hurtado
2008
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| Online Access: | https://www.redalyc.org/articulo.oa?id=84730201 |
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Table of Contents:
- Forming entrepreneurial mindsets? preliminary evidence of teaching practices from primary schools in a developing area in south america Maria Auxiliadora N. de Figueiredo-Nery Paulo N. Figueiredo Ingeniería sets formation primary schools entrepreneurial mind developing locations Entrepreneurship education Over the past few years there has been a renewed interest by governments, companies and academics in the role ofentrepreneurship in innovation and economic growth. There has also been a proliferation of studies on education forentrepreneurship in industrialised and developing countries. By addressing entrepreneurship in terms of SMEs and hightechstart-ups, they overlook the blurring distinctions between entrepreneurial and managerial capitalism, an erosion of theSchumpeterian dichotomy between large and small firms, and the growing importance of entrepreneurial managementwithin companies as a source for economic growth. Additionally, entrepreneurship tends to be taught as a stand-alonetopic inside business and non-business courses. Entrepreneurship education within primary schools, especially in leastdeveloped locations in developing countries, is largely missing in this field of study. Drawing on first-hand empiricalevidence from primary schools in a developing area in South America, this paper examines the incidence and functioning ofpedagogic practices potentially related to the initial formation of entrepreneurial mindsets. The findings show that, despitesome efforts, the researched schools suffered from inadequate physical conditions and, most importantly, teachersunawareness and deficient qualification related to the adoption of these techniques. These problems seemed to preventchildren from developing important features of their initial entrepreneurial mindsets. Thus, if companies and countries wantto secure their sources of revolutionary ideas and continuous and des-continuous innovation, they need to have a long-termcommitment to continuously develop and nurture the seeds for their future innovative knowledge bases. Specifically, acomprehensive, long-term, geographically and socially inclusive perspective on entrepreneurship education, that is, fromprimary school levels, especially in least developed areas, is badly needed to improve our understanding and policyrecommendations in this field. Otherwise, all the discussions on entrepreneurship education will not evolve beyond hypeand rhetoric. 2008 artículo científico 0718-2724 https://www.redalyc.org/articulo.oa?id=84730201 en http://www.redalyc.org/revista.oa?id=847 Journal of Technology Management & Innovation application/pdf Universidad Alberto Hurtado Journal of Technology Management & Innovation (Chile) Num.2 Vol.3